Self-regulation and Self-efficacy in the Construction of Performance in Piano

Based on the Social Cognitive Theory, this work aimed to measure the self-regulation and self-efficacy of undergraduate and graduate students, in the performance construction activity, and to establish a comparison considering the levels of education, age, years of experience and hours of study. It is a field research, descriptive, with an almost exploratory character and data collection online. 93 pianists participated, students from seven higher education institutions from different regions of Brazil. The results showed the profile of self regulation and self-efficacy of the participants, with statistically significant differences when comparing educational level, age and daily hours of study. The research has relevant implications for performance pedagogy.